The provisions of this subchapter shall supersede §75.30(a)-(l) of this title
(relating to Physical Education) beginning September 1, 1998.

Source: The provisions of this §116.1 adopted to be effective September 1, 1998, 22
TexReg 7759.

§116.2. Physical Education,
Kindergarten.

(a) Introduction.

(1) In Physical Education, students acquire the knowledge and skills for movement that
provide the foundation for enjoyment, continued social development through physical
activity, and access to a physically-active lifestyle. The student exhibits a
physically-active lifestyle and understands the relationship between physical activity and
health throughout the lifespan.

(2) In Grades K-2, children learn fundamental movement skills and begin to understand
how the muscles, bones, heart, and lungs function in relation to physical activity.
Students begin to develop a vocabulary for movement and apply concepts dealing with space
and body awareness. Students are engaged in activities that develop basic levels of
strength, endurance, and flexibility. In addition, students learn to work safely in group
and individual movement settings. A major objective is to present activities that
complement their natural inclination to view physical activity as challenging and
enjoyable.

(3) The focus for kindergarten students is on learning basic body control while moving
in a variety of settings. Students become aware of strength, endurance and flexibility in
different parts of their bodies and begin to learn ways to increase health-related
fitness.

(b) Knowledge and skills.

(K.1) Movement. The student demonstrates competency in fundamental movement
patterns and proficiency in a few specialized movement forms. The student is expected to:

(A) travel in different ways in a large group without bumping into others or falling;

(B) demonstrate movement forms of various body parts such as head flexion, extension,
and rotation.

(K.3) Physical activity and health. The student exhibits a health enhancing,
physically-active lifestyle that improves health and provides opportunities for enjoyment
and challenge. The student is expected to:

(A) describe and select physical activities that provide opportunities for enjoyment
and challenge;

(K.6) Social development. The student understands basic components such as
strategies and rules of structured physical activities including, but not limited to,
games, sports, dance, and gymnastics. The student is expected to:

(A) respond appropriately to starting and stopping signals; and

(B) demonstrate the ability to play within boundaries during games and activities.

(K.7) Social development. The student develops positive self-management and
social skills needed to work independently and with others in physical activity settings.
The student is expected to:

(A) follow rules, procedures, and safe practices;

(B) work in a group setting in cooperation with others; and

(C) share space and equipment with others.

Source: The provisions of this §116.2 adopted to be effective September 1, 1998, 22
TexReg 7759.

§116.3. Physical Education, Grade 1.

(a) Introduction.

(1) In Physical Education, students acquire the knowledge and skills for movement that
provide the foundation for enjoyment, continued social development through physical
activity, and access to a physically-active lifestyle. The student exhibits a
physically-active lifestyle and understands the relationship between physical activity and
health throughout the lifespan.

(2) First grade students continue to develop basic body control, fundamental movement
skills, and health-related fitness components such as strength, endurance, and
flexibility. Students can state key performance cues for basic movement patterns such as
throwing and catching. Students continue to learn rules and procedures for simple games
and apply safety practices associated with physical activities.

(b) Knowledge and skills.

(1.1) Movement. The student demonstrates competency in fundamental movement
patterns and proficiency in a few specialized movement forms. The student is expected to:

(A) demonstrate an awareness of personal and general space while moving at different
directions and levels such as high, medium, and low;

(1.2) Movement. The student applies movement concepts and principles to the
learning and development of motor skills. The student is expected to:

(A) recognize that motor skill development requires correct practice; and

(B) demonstrate a base of support and explain how it affects balance.

(1.3) Physical activity and health. The student exhibits a health-enhancing,
physically-active lifestyle that improves health and provides opportunities for enjoyment
and challenge. The student is expected to:

(A) describe and select physical activities that provide opportunities for enjoyment
and challenge;

(E) describe and demonstrate appropriate reactions to emergency situations common to
physical activity settings such as universal safety precautions, and calling 911.

(1.6) Social development. The student understands basic components such as
strategies and rules of structured physical activities including, but not limited to,
games, sports, dance, and gymnastics. The student is expected to:

(A) demonstrate starting and stopping signals; and

(B) explain boundaries and rules for simple games.

(1.7) Social development. The student develops positive self-management and
social skills needed to work independently and with others in physical activity settings.
The student is expected to:

(A) follow directions and apply safe movement practices;

(B) interact, cooperate, and respect others; and

(C) resolve conflicts in socially acceptable ways such as talking and asking the
teacher for help.

Source: The provisions of this §116.3 adopted to be effective September 1, 1998, 22
TexReg 7759.

§116.4. Physical Education, Grade 2.

(a)Introduction.

(1) In Physical Education, students acquire the knowledge and skills for movement that
provide the foundation for enjoyment, continued social development through physical
activity, and access to a physically-active lifestyle. The student exhibits a
physically-active lifestyle and understands the relationship between physical activity and
health throughout the lifespan.

(2) Second grade students learn to demonstrate key elements of fundamental movement
skills and mature form in locomotive skills. Students learn to describe the function of
the heart, lungs, and bones as they relate to movement. Students are introduced to basic
concepts of health promotion such as the relationship between a physically-active
lifestyle and the health of the heart. Students learn to work in a group and demonstrate
the basic elements of socially responsible conflict resolution.

(b) Knowledge and skills.

(2.1) Movement. The student demonstrates competency in fundamental movement
patterns and proficiency in a few specialized movement forms. The student is expected to:

(A) travel independently in a large group while safely and quickly changing speed and
direction;

(B) demonstrate skills of chasing, fleeing, and dodging to avoid or catch others;

(C) combine shapes, levels, and pathways into simple sequences;

(D) demonstrate mature form in walking, hopping, and skipping;

(E) demonstrate balance in symmetrical and non-symmetrical shapes from different basis
of support;

(F) demonstrate a variety of relationships in dynamic movement situations such as
under, over, behind, next to, through, right, left, up, or down;

(G) demonstrate simple stunts that exhibit personal agility such as jumping-one and two
foot takeoffs and landing with good control;

(H) demonstrate smooth transition from one body part to the next in rolling activities
such as side roll, log roll, balance/curl, and roll/balance in a new position;

(I) demonstrate control weight transfers such as feet to hands with controlled landing
and feet to back;

(N) demonstrate on cue key elements of hand dribble, foot dribble, kick and strike such
as striking balloon or ball with hand.

(2.2) Movement. The student applies movement concepts and principles to the
learning and development of motor skills. The student is expected to:

(A) recognize that attention to the feeling of movement is important in motor skill
development; and

(B) identify similar movement concepts and terms in a variety of skills such as
straddle position, ready position, and bending knees to absorb force.

(2.3) Physical activity and health. The student exhibits a health enhancing,
physically-active lifestyle that improves health and provides opportunities for enjoyment
and challenge. The student is expected to:

(A) describe and select physical activities that provide opportunities for enjoyment
and challenge;

(C) list the effects the sun has on the body and describe protective measures such as
sunscreen, hat, and long sleeves;

(D) list water safety rules and describe their importance;

(E) identify safe cycling and road practices; and

(F) describe appropriate reactions to emergency situations common to physical activity
settings such as universal safety precautions and dialing 911.

(2.6) Social development. The student understands basic components such as
strategies and rules of structured physical activities including, but not limited to,
games, sports, dance, and gymnastics. The student is expected to:

(A) identify goals to be accomplished during simple games such as not getting tagged;
and

(B) identify strategies in simple games and activities such as dodging to avoid being
tagged.

(2.7) Social development. The student develops positive self-management and
social skills needed to work independently and with others in physical activity settings.
The student is expected to:

(A) display good sportsmanship; and

(B) treat others with respect during play.

Source: The provisions of this §116.4 adopted to be effective September 1, 1998, 22
TexReg 7759.

§116.5. Physical Education, Grade 3.

(a) Introduction.

(1) In Physical Education, students acquire the knowledge and skills for movement that
provide the foundation for enjoyment, continued social development through physical
activity, and access to a physically-active lifestyle. The student exhibits a
physically-active lifestyle and understands the relationship between physical activity and
health throughout the lifespan.

(2) In Grades 3-5, students continue to develop strength, endurance, and flexibility.
Students can demonstrate mature form in fundamental locomotor and manipulative skills and
can often maintain that form while participating in dynamic game situations. Identifying
personal fitness goals for themselves and beginning to understand how exercise affects
different parts of the body is an important part of the instructional process.

(3) In Grade 3, students begin to learn and demonstrate more mature movement forms.
Students also learn age-specific skills and the health benefits of physical activity.
Students begin to learn game strategies, rules, and etiquette.

(b) Knowledge and skills.

(3.1) Movement. The student demonstrates competency in fundamental movement
patterns and proficiency in a few specialized movement forms. The student is expected to:

(A) travel in forward, sideways, and backwards and change direction quickly and safely
in dynamic situations;

(B) demonstrate proper form and smooth transitions during combinations of fundamental
locomotor and body control skills such as running and jumping safely in dynamic
situations;

(C) demonstrate mature form in jogging, running, and leaping;

(D) demonstrate moving in and out of a balanced position with control;

(B) select and use proper attire that promotes participation and prevents injury;

(C) identify and apply safety precautions when walking, jogging, and skating in the
community such as use sidewalks, walk on the left side of street when facing traffic, wear
lights/reflective clothing, and be considerate of other pedestrians; and

(D) identify exercise precautions such as awareness of temperature and weather
conditions and need for warm-up and cool-down activities.

(3.6) Social development. The student understands basic components such as
strategies and rules of structured physical activities including but not limited to,
games, sports, dance, and gymnastics. The student is expected to:

(A) identify components of games that can be modified to make the games and
participants more successful; and

(B) explain the importance of basic rules in games and activities.

(3.7) Social development. The student develops positive self-management and
social skills needed to work independently and with others in physical activity settings.
The student is expected to:

(A) follow rules, procedures, and etiquette;

(B) persevere when not successful on the first try in learning movement skills; and

(C) accept and respect differences and similarities in physical abilities of self and
others.

Source: The provisions of this §116.5 adopted to be effective September 1, 1998, 22
TexReg 7759.

§116.6. Physical Education, Grade 4.

(a) Introduction.

(1) In Physical Education, students acquire the knowledge and skills for movement that
provide the foundation for enjoyment, continued social development through physical
activity, and access to a physically-active lifestyle. The student exhibits a
physically-active lifestyle and understands the relationship between physical activity and
health throughout the lifespan.

(2) Fourth grade students learn to identify the components of health-related fitness.
Students combine locomotor and manipulative skills in dynamic situations with body
control. Students begin to identify sources of health fitness information and continue to
learn about appropriate clothing and safety precautions in exercise settings.

(b) Knowledge and skills.

(4.1) Movement. The student demonstrates competency in fundamental movement
patterns and proficiency in a few specialized movement forms. The student is expected to:

(B) select and use proper attire that promotes participation and prevents
injury;

(C) describe and apply safety precautions when cycling and skating; and

(D) identify potential risks associated with physical activities.

(4.6) Social development. The student understands basic components such as
strategies and rules of structured physical activities including, but not limited to,
games, sports, dance, and gymnastics. The student is expected to:

(A) distinguish between compliance and noncompliance with rules and regulations; and

(B)analyze potential risks associated with unsafe movement and improper use of
equipment.

(4.7) Social development. The student develops positive self-management and
social skills needed to work independently and with others in physical activity settings.
The student is expected to:

(A) follow rules, procedures, and etiquette;

(B) respond to winning and losing with dignity and understanding;

(C) work independently and stay on task; and

(D) demonstrate effective communication, consideration and respect for the feelings of
others during physical activities such as encourage others, allow others equal turns, and
invite others to participate.

Source: The provisions of this §116.6 adopted to be effective September 1, 1998, 22
TexReg 7759.

§116.7. Physical Education, Grade 5.

(a)Introduction.

(1) In Physical Education, students acquire the knowledge and skills for movement that
provide the foundation for enjoyment, continued social development through physical
activity, and access to a physically-active lifestyle. The student exhibits a
physically-active lifestyle and understands the relationship between physical activity and
health throughout the lifespan.

(2) Fifth grade students demonstrate competence such as improved accuracy in
manipulative skills in dynamic situations. Basic skills such as jumping rope, moving to a
beat, and catching and throwing should have been mastered in previous years and can now be
used in game-like situations. Students continue to assume responsibility for their own
safety and the safety of others. Students can match different types of physical activities
to health-related fitness components and explain ways to improve fitness based on the
principle of frequency, intensity, and time. Students continue to learn the etiquette of
participation and can resolve conflicts during games and sports in acceptable ways.

(b) Knowledge and skills.

(5.1) Movement. The student demonstrates competency in movement patterns and
proficiency in a few specialized movement forms. The student is expected to:

(A) demonstrate appropriate use of levels in dynamic movement situations such as
jumping high for a rebound and bending knees and lowering center of gravity when guarding
an opponent;

(B) demonstrate smooth combinations of fundamental locomotor skills such as running and
dodging and hop-step-jump;

(D) define the principle of frequency, intensity, and time and describe how to
incorporate these principles to improve fitness;

(E) describe the structure and function of the muscular and skeletal system as they
relate to physical performance such as muscles pull on bones to cause movement, muscles
work in pairs, and muscles work by contracting and relaxing;

(F) identify the relationship between optimal body function and a healthy eating plan
such as eating a variety of foods in moderation according to U. S. dietary guidelines;

(G) describe common skeletal problems and their effect on the body such as spinal
curvatures;

(H) describe the changes that occur in the cardiorespiratory system as a result of
smoking and how those changes affect the ability to perform physical activity; and

(I) describe how movement and coordination are effected by alcohol and other drugs.

(B) select and use proper attire that promotes participation and prevents injury;

(C) describe the importance of taking personal responsibility for reducing hazards,
avoiding accidents, and preventing injuries during physical activity; and

(D) identify potentially dangerous exercises and their adverse effects on the
body.

(5.6) Social development. The student understands basic components such as
strategies and rules of structured physical activities including, but not limited to,
games, sports, dance, and gymnastics. The student is expected to:

(A) describe fundamental components and strategies used in net/wall, invasion, target,
and fielding games such as basic positions-goalie, offense, or defense; and

(B) explain the concept and importance of team work.

(5.7) Social development. The student develops positive
self-management and social skills needed to work independently and with others in physical
activity settings. The student is expected to:

(A) follow rules, procedures, and etiquette;

(B) use sportsmanship skills for settling disagreements in socially acceptable ways
such as remaining calm, identifying the problem, listening to others, generating
solutions, or choosing a solution that is acceptable to all; and

(C) describe how physical activity with a partner or partners can increase motivation
and enhance safety.

Source: The provisions of this §116.7 adopted to be effective September 1, 1998, 22
TexReg 7759.

The provisions of this subchapter shall supersede §75.30(m) and §75.46 of this
title (relating to Physical Education) beginning September 1, 1998.

Source: The provisions of this §116.21 adopted to be effective September 1, 1998, 22
TexReg 7759.

§116.22. Physical Education, Grade 6.

(a)Introduction.

(1) In Physical Education, students acquire the knowledge and skills for movement that
provide the foundation for enjoyment, continued social development through physical
activity, and access to a physically-active lifestyle. The student exhibits a
physically-active lifestyle and understands the relationship between physical activity and
health throughout the life span.

(2) In Grades 6-8, students understand in greater detail the function of the body,
learn to measure their own performance more accurately, and develop plans for improvement.
They learn to use technology such as heart rate monitors to assist in measuring and
monitoring their own performance. Identifying the types of activities that provide them
with enjoyment and challenge and that will encourage them to be physically active
throughout life is reinforced during instruction in these grades.

(b) Knowledge and skills.

(6.1) Movement. The student demonstrates competency in movement patterns and
proficiency in a few specialized movement forms. The student is expected to:

(B) use relationships, levels, speed, direction, and pathways effectively in complex
group and individual physical activities such as crouching low for volleyball digs,
stretching high during lay-ups, positioning for a soccer pass, or passing ahead of a
receiver;

(D) move in time to complex rhythmical patterns such as 3/4 time or 6/8 time;

(E) design and refine a jump rope routine to music;

(F) throw a variety of objects demonstrating both accuracy and distance such as
frisbee, softball, and basketball;

(G) strike a ball to a wall or a partner with a paddle/racquet using forehand and
backhand strokes continuously;

(H) strike a ball using a golf club or a hockey stick consistently so it travels in an
intended direction and height;

(I) hand and foot dribble while preventing an opponent from stealing the ball;

(J) keep an object in the air without catching it in a small group such as volleyball
and football; and

(K) throw and catch a ball consistently while guarded by an opponent.

(6.2) Movement. The student applies movement concepts and principles to the
learning and development of motor skills. The student is expected to:

(A) know that appropriate practice in static and dynamic setting, attention, and effort
are required when learning movement skills;

(B) make appropriate changes in performance based on feedback to improve skills; and

(C) practice in ways that are appropriate for learning skills such as whole/part/whole,
shorter practice distributed over time is better than one long session, or practicing is
best in game-like conditions.

(6.3) Physical activity and health. The student exhibits a health enhancing,
physically-active lifestyle that provides opportunities for enjoyment and challenge. The
student is expected to:

(A) identify opportunities in the school and community for regular participation in
physical activity;

(B) participate in moderate to vigorous health-related physical activities on a regular
basis;

(C) establish and monitor progress toward appropriate personal fitness goals in each of
the components of health-related fitness such as personal logs, group projects, and no
space/or criterion referenced tests; and

(D) identify and know how to use technological tools used for measuring and monitoring
fitness parameters such as computer programs, heart rate monitors, skin-fold calipers, and
impedance testing equipment.

(6.4) Physical activity and health. The student knows the benefits from
involvement in daily physical activity and factors that affect physical performance. The
student is expected to:

(B) select and use proper attire that promotes participation and prevents injury;

(C) include warm-up and cool-down procedures regularly during exercise; monitor
potentially dangerous environmental conditions such as wind, cold, heat, and insects; and
recommend prevention and treatment;

(D) identify potentially dangerous exercises and their adverse effects on the body; and

(E) explain water safety and basic rescue procedures.

(6.6) Social development. The student understands basic components such as
strategies and rules of structured physical activities including, but not limited to,
games, sports, dance, and gymnastics. The student is expected to:

(A) know basic rules for sports played such as setting up to start, restarting,
violating rules; and

(B) keep accurate score during a contest.

(6.7) Social development. The student develops positive self-management and
social skills needed to work independently and with others in physical activity settings.
The student is expected to:

(A) participate in establishing rules, procedures, and etiquette that are safe and
effective for specific activity situations;

(B) handle conflicts that arise with others without confrontation;

(C) identify and follow rules while playing sports and games;

(D) accept decisions made by game officials such as student, teachers, and officials
outside the school;

(E) accept successes and performance limitations of self and others, exhibit
appropriate behavior responses, and recognize that improvement is possible with
appropriate practice; and

(F) modify games/activities to improve the game/activity.

Source: The provisions of this §116.22 adopted to be effective September 1, 1998, 22
TexReg 7759.

§116.23. Physical Education, Grade 7.

(a) Introduction.

(1) In Physical Education, students acquire the knowledge and skills for movement that
provide the foundation for enjoyment, continued social development through physical
activity, and access to a physically-active lifestyle. The student exhibits a
physically-active lifestyle and understands the relationship between physical activity and
health throughout the lifespan.

(2) Seventh grade students apply similar concepts from one sport or movement setting to
another. Students can observe another individual's performance and notice key elements for
success. At this grade level, students participate in physical activity both in and out of
school while maintaining a healthy level of fitness as their bodies grow and change. Their
knowledge of safety and the ability to manage their own behavior is reinforced.
Instruction is directed more toward encouraging the incorporation of physical activity
into a daily routine and less toward fundamental skill development.

(b) Knowledge and skills.

(7.1) Movement. The student demonstrates competency in movement patterns and
proficiency in a few specialized movement forms. The student is expected to:

(A) coordinate movements with teammates to achieve team goals;

(B) demonstrate appropriate relationships to an opponent in dynamic game situations
such as staying between opponent and goal and moving between opponent and the ball;

(E) design and perform sequences of dance steps/movements in practiced sequences with
intentional changes in speed, direction, and flow;

(F) demonstrate, without cue, critical elements in specialized skills related to sports
such as overhand throw for distance/force, serving and bumping, volleyball, shooting a
basketball, shooting a lay-up, forehand and backhand, striking with a racket or club, or
batting;

(G) combine skills competently to participate in modified versions of team and
individual sports; and

(7.2) Movement. The student applies movement concepts and principles to the
learning and development of motor skills. The student is expected to:

(A) create and modify activities that provide practice of selected skills to improve
performance such as practice with non-dominant hand, practice specific game situations, or
practice jumps or cartwheels in both directions;

(B) identify and apply similar movement concepts and elements in a variety of sport
skills such as throwing and tennis serving;

(D) analyze the strength and weaknesses of selected physical activities;

(E) identify proteins, fats, carbohydrates, water, vitamins, and minerals as key
elements found in foods that are necessary for optimal body function;

(F) identify and apply basic weight training principles and safety practices such as
appropriate goals, appropriate weight and repetitions, body alignment, principle of
frequency, intensity, and time, and importance of balance in muscle pairs;

(G) describe and predict the effects of fitness-related stress management techniques on
the body;

(H) explain the effects of eating and exercise patterns on weight control, self-concept
and physical performance; and

(I) recognize the effects of substance abuse on personal health and performance in
physical activity.

(B) select and use proper attire that promotes participation and prevents injury;

(C) include warm-up and cool-down procedures regularly during exercise; monitor
potentially dangerous environmental conditions such as wind, cold, heat, and insects; and
recommend prevention and treatment;

(D) analyze exercises for their effects on the body such as beneficial/potentially
dangerous; and

(E) recognize harmful effects of the sun such as sunburn, heatstroke, heat exhaustion,
and heat cramps and recommend prevention methods.

(7.6) Social development. The student understands basic components such as
strategies and rules of structured physical activities including, but not limited to,
games, sports, dance, and gymnastics. The student is expected to:

(A) distinguish between compliance and noncompliance with rules and regulations and
apply agreed upon consequences when officiating; and

(B) describe fundamental components and strategies used in net/wall, invasion, target,
and fielding games such as net/wall alternating the speed and direction of the ball,
invasion-fakes, give and go, target-concentration, feel the movement, and fielding-back up
other players.

(7.7) Social development. The student develops positive self-management and
social skills needed to work independently and with others in physical activity settings.
The student is expected to:

(B) work cooperatively in a group to achieve group goals in competitive as well as
cooperative settings;

(C) accept decisions made by game officials such as student, teachers, and officials
outside the school;

(D) use peer interaction positively to enhance personal physical activity and safety
such as encourage friends and joins teams; and

(E) recognize the role of games, sport, and dance in getting to know and understand
others.

Source: The provisions of this §116.23 adopted to be effective September 1, 1998, 22
TexReg 7759.

§116.24. Physical Education, Grade 8.

(a) Introduction.

(1) In Physical Education, students acquire the knowledge and skills for movement that
provide the foundation for enjoyment, continued social development through physical
activity, and access to a physically-active lifestyle. The student exhibits a
physically-active lifestyle and understands the relationship between physical activity and
health throughout the lifespan.

(2) In Grade 8, although the acquisition of physical fitness and skill development is
important, emphasis is placed more on participation for enjoyment and challenge, both in
and out of school. Understanding the need to remain physically active throughout life by
participating in enjoyable lifetime activities is the basis for eighth grade instruction.

(b) Knowledge and skills.

(8.1) Movement. The student demonstrates competency in fundamental movement
patterns and proficiency in a few specialized movement forms. The student is expected to:

(A) coordinate movements with team mates to achieve team goals;

(B) demonstrate appropriate relationships of the body to an opponent in dynamic game
situations such as staying between opponent and goal and moving between opponent and the
ball;

(C) demonstrate appropriate speed and generation of force such as running sprints,
running distance, throwing a disc, jumping, or kicking;

(E) design and perform sequences of dance steps/movements into practiced sequences with
intentional changes in speed, direction, and flow;

(F) demonstrate without cue critical elements in specialized skills related to sports
such as overhand throw for distance/force, serving and bumping, volleyball, shooting a
basketball, shooting a lay-up, forehand and backhand striking with a racket or club, or
batting;

(G) combine skills competently to participate in modified versions of team and
individual sports; and

(8.2) Movement. The student applies movement concepts and principles to the
learning and development of motor skills. The student is expected to:

(A) create and modify activities that provide practice of selected skills to improve
performance such as practice with non-dominant hand, practice specific game situations,
and practice jumps or cartwheels in both directions;

(B) identify and apply similar movement concepts and elements in a variety of sport
skills such as throwing and tennis serving;

(8.4) Physical activity and health. The student knows the benefits from being
involved in daily physical activity and factors that affect physical performance. The
student is expected to:

(A) list long term physiological and psychological benefits that may result from
regular participation in physical activity;

(B) select aerobic exercises and describe the effects on the heart and overall health;

(C) assess physiological effects of exercise during and after physical activity;

(D) identify proteins, fats, carbohydrates, water, vitamins, and minerals as key
elements found in foods that are necessary for optimal body function;

(E) identify and apply basic weight training principles and safety practices such as
appropriate goals, appropriate weight and repetitions, body alignment, principle of
frequency, intensity and time, and importance of balance in muscle pairs;

(F) describe and predict the effects of stress management techniques on the body;

(G) explain the effects of eating and exercise patterns on weight control,
self-concept, and physical performance; and

(H) recognize the effects of substance abuse on personal health and performance in
physical activity.

(B) select and use proper attire that promotes participation and prevents injury;

(C) include warm-up and cool-down procedures regularly during exercise; monitor
potentially dangerous environmental conditions such as wind, cold, heat, and insects; and
recommend prevention and treatment;

(D) analyze exercises for their effects on the body such as beneficial/potentially
dangerous; and

(E) recognize harmful effects of the sun such as sunburn, heatstroke, heat exhaustion,
and heat cramps and recommend prevention methods.

(8.6) Social development. The student understands basic components such as
strategies and rules of structured physical activities including, but not limited to,
games, sports, dance, and gymnastics. The student is expected to:

(A) distinguish between compliance and noncompliance rules and regulations and apply
agreed upon consequences when officiating; and

(B) describe fundamental components and strategies used in net/wall, invasion, target,
and fielding games such as alternating the speed and direction of the ball,
invasion-fakes, give and go, target-concentration, feeling the movement, and fielding-back
up other players.

(8.7) Social development. The student develops positive self-management and
social skills needed to work independently and with others in physical activity settings.
The student is expected to:

§116.51. Implementation of Texas
Essential Knowledge and Skills for Physical Education, High School.

The provisions of this subchapter shall supersede §75.66 of this title (relating
to Physical Education) beginning September 1, 1998.

Source: The provisions of this §116.51 adopted to be effective September 1, 1998, 22
TexReg 7759.

§116.52. Foundations of Personal
Fitness (One-Half Credit).

(a) General requirements. This course is the recommended prerequisite for all other
physical education courses.

(b) Introduction.

(1) In Physical Education, students acquire the knowledge and skills for movement that
provide the foundation for enjoyment, continued social development through physical
activity, and access to a physically-active lifestyle. The student exhibits a
physically-active lifestyle and understands the relationship between physical activity and
health throughout the lifespan.

(2) Foundations of Personal Fitness represents a new approach in physical education and
the concept of personal fitness. The basic purpose of this course is to motivate students
to strive for lifetime personal fitness with an emphasis on the health-related components
of physical fitness. The knowledge and skills taught in this course include teaching
students about the process of becoming fit as well as achieving some degree of fitness
within the class. The concept of wellness, or striving to reach optimal levels of health,
is the corner stone of this course and is exemplified by one of the course
objectives-students designing their own personal fitness program.

(c) Knowledge and skills.

(1) Movement. While participating in physical activity, the student applies
physiological and biomechanical principles to improve health-related fitness. The student
is expected to:

(A) apply physiological principles related to exercise and training such as
warm-up/cool down, overload, frequency, intensity, specificity, or progression; and

(B) apply biomechanical principles related to exercise and training such as force,
leverage, and type of contraction.

(2) Social development. During physical activity, the student develops positive
self-management and social skills needed to work independently and with others. The
student is expected to:

Source: The provisions of this §116.52 adopted to be effective September 1, 1998, 22
TexReg 7759.

§116.53. Adventure/Outdoor Education
(One-Half Credit).

(a) General requirements. The recommended prerequisite for this course is
Foundations of Personal Fitness.

(b) Introduction.

(1) In Physical Education, students acquire the knowledge and skills for movement that
provide the foundation for enjoyment, continued social development through physical
activity, and access to a physically-active lifestyle. The student exhibits a
physically-active lifestyle and understands the relationship between physical activity and
health throughout the lifespan.

(2) Students enrolled in adventure outdoor education are expected to develop competency
in outdoor education activities that provide opportunities for enjoyment and challenge.
Emphasis is placed upon student selection of activities that also promote a respect for
the environment and that can be enjoyed for a lifetime.

(c) Knowledge and skills.

(1) Movement. The student demonstrates competency in two or more outdoor
education activities such as backpacking, boating, camping, hiking, orienteering, water
sports, or water safety certification. The student is expected to:

(A) demonstrate consistency in the execution of the basic skills of adventure/outdoor
education activities;

(B) demonstrate understanding of the rules, skills, and strategies of an activity and
can apply them appropriately; and

(C) develop an appropriate conditioning program for the selected activity.

(2) Physical activity and health. The student applies movement concepts and
principles to the learning and development of motor skills. The student is expected to:

(A) use internal and external information to modify movement during performance;

(B) develop an appropriate conditioning program for the selected activity; and

(C) identify correctly the critical elements for successful performance within the
context of the activity.

(3) Physical activity and health. The student exhibits a physically-active
lifestyle that improves health and provides opportunities for enjoyment and challenge. The
student is expected to:

(A) select and participate in adventure/outdoor education activities that provide for
enjoyment and challenge;

(E) list and describe safety equipment used in outdoor activities; and

(F) design safe and appropriate practices/procedures to improve skill in an activity.

Source: The provisions of this §116.53 adopted to be effective September 1, 1998, 22
TexReg 7759.

§116.54. Aerobic Activities (One-Half
Credit).

(a) General requirements. The recommended prerequisite for this course is
Foundations of Personal Fitness.

(b) Introduction.

(1) In Physical Education, students acquire the knowledge and skills for movement that
provide the foundation for enjoyment, continued social development through physical
activity, and access to a physically-active lifestyle. The student exhibits a
physically-active lifestyle and understands the relationship between physical-activity and
health throughout the lifespan.

(2) Students in aerobic activities are exposed to a variety of activities that promote
health-related fitness. A major expectation of this course is for the student to design a
personal fitness program that uses aerobic activities as a foundation.

(c) Knowledge and skills.

(1) Physical activity and health. The student develops the ability to perform a
level of competency in aerobic activities. The student is expected to:

(A) exhibit a level of competency in two or more aerobic activities that may include
aerobic dance, aqua aerobics, cycling, jogging, power walking, recreational dance, and
step aerobics; and

(B) consistently perform skills, strategies, and rules at a basic level of competency.

(2) Movement. The student applies movement concepts and principles to the
learning and development of motor skills. The student is expected to:

(A) use internal and external information to modify movement during performance;

(B) describe appropriate practices and procedures to improve skill and strategy in an
activity;

(C) develop an appropriate conditioning program for the selected activity; and

(D) identify correctly the critical elements for successful performance within the
context of the activity.

(3) Physical activity and health. The student exhibits a physically-active
lifestyle that improves health and provides opportunities for enjoyment and challenge
through aerobic activity. The student is expected to:

(A) select and participate in aerobic activities that provide for enjoyment and
challenge;

Source: The provisions of this §116.54 adopted to be effective September 1, 1998, 22
TexReg 7759.

§116.55. Individual Sports (One-Half
Credit).

(a) General requirements. The recommended prerequisite for this course is
Foundations of Personal Fitness.

(b) Introduction.

(1) In Physical Education, students acquire movement knowledge and skills that provide
the foundation for enjoyment, continued social development through physical activity, and
access to a physically-active lifestyle. The student exhibits a physically-active
lifestyle and understands the relationship between physical activity and health throughout
the lifespan.

(2) Students in Individual Sports are expected to participate in a wide range of
individual sports that can be pursued for a lifetime. The continued development of
health-related fitness and the selection of individual sport activities that are enjoyable
is a major objective of this course.

(c) Knowledge and skills.

(1) Movement. The student develops the ability to participate confidently in
individual sports. The student is expected to:

(A) exhibit a level of competency in two or more individual sports that include
aquatics, archery, badminton, bicycling, bowling, gymnastics, golf, handball, racquetball,
self-defense, table tennis, track and field, weight training, or wrestling; and

(B) consistently perform skills and strategies and follow rules at a basic level of
competency.

(2) Movement. The student applies movement concepts and principles to the
learning and development of motor skills. The student is expected to:

(A) use internal and external information to modify movement during performance;

(B) describe appropriate practice procedures to improve skill and strategy in a sport;

(C) develop an appropriate conditioning program for the selected sport; and

(D) identify correctly the critical elements for successful performance of a sport
skill.

(3) Social development. The student understands the basic components such as
strategies, protocol, and rules of individual sports. The student is expected to:

(A) acknowledge good play from an opponent during competition;

(B) accept the roles and decisions of officials;

(C) demonstrate officiating techniques; and

(D) research and describe the historical development of an individual sport.

(4) Physical activity and health. The student exhibits a physically-active
lifestyle that improves health and provides opportunities for enjoyment and challenge
during individual sports. The student is expected to:

(A) select and participate in individual sports that provide for enjoyment and
challenge;

(E) demonstrate responsible behavior in individual sports such as playing by the rules,
accepting lack of skill in others.

Source: The provisions of this §116.55 adopted to be effective September 1, 1998, 22
TexReg 7759.

§116.56. Team Sports (One-Half
Credit).

(a) General requirements. The recommended prerequisite for this course is
Foundations of Personal Fitness.

(b) Introduction.

(1) In Physical Education, students acquire the knowledge and skills for movement that
provide the foundation for enjoyment, continued social development through physical
activity, and access to a physically-active lifestyle. The student exhibits a
physically-active lifestyle and understands the relationship between physical activity and
health throughout the lifespan.

(2) Students enrolled in Team Sports are expected to develop health-related fitness and
an appreciation for team work and fair play. Like the other high school physical education
courses, Team Sports is less concerned with the acquisition of physical fitness during the
course than reinforcing the concept of incorporating physical activity into a lifestyle
beyond high school.

(c) Knowledge and skills.

(1) Movement skills. The student demonstrates competency in many movement forms
and proficiency in two or more team sports such as basketball, field hockey, flag
football, floor hockey, soccer, softball, team handball, or volleyball. The student is
expected to:

(A) demonstrate consistency using all the basic offensive skills of a sport while
participating in a game such as dribbling, batting, or spiking competently in a dynamic
setting; and

(B) demonstrate consistency using all the basic defensive skills of a sport while
participating in a game such as guarding, trapping, blocking, fielding, tackling, or
goalkeeping competently in a dynamic setting.

(2) Movement skills. The student applies movement concepts and principles to the
learning and development of motor skills. The student is expected to:

(A) use internal and external information to modify movement during performance;

(B) describe appropriate practice procedures to improve skill and strategy in an
activity;

(C) develop an appropriate conditioning program for the selected activity;

(D) identify correctly the critical elements for successful performance within the
context of the activity; and

(E) recognize that improvement is possible with appropriate practice.

(3) Social development. The student understands the basic components such as
strategies, protocol, and rules of structured physical activities. The student is expected
to:

(A) acknowledge good play from an opponent during competition;

(B) accept the roles and decisions of officials;

(C) demonstrate officiating techniques; and

(D) research and describe the historical development of an individual sport.

(4) Physical activity and health. The student exhibits a physically-active
lifestyle that improves health and provides opportunities for enjoyment and challenge
through team sports. The student is expected to:

(A) select and participate in individual sports that provide for enjoyment and
challenge;